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 Learner self-organization in complex knowledge settings<br />George Siemens<br />September 21, 2011<br />Umeå, Sweden<br />
Biggest question facing educators:<br />
Can learners be trusted to account for their own learning?<br />
Because the internet and social media make managing/owning/directing your own learning possible.Intermediary agents need n...
What is self-organization?<br />“Processes of self-organization literally create order out of disorder”<br />Francis Heyli...
“Individuals, groups, and communities all form symbiotic relationships for a wide variety of reasons but the underlying im...
Online Self-Organizing Social Systems (OSOSS) “structure allows large numbers of individuals to self-organize in a highly ...
Learning is a <br />complex process(mainly because people are complex)<br />Our institutions today (attempt to) manage it ...
Today’s education system<br />Too focused on <br />preserving this<br />X<br />X<br />X<br />
Questions…<br />How do learners self-organize in open online courses?<br />What are the attributes of sub-group formation?...
Adaptation <br />To avoid getting lost in the “mass of inconsequential” <br />(Bush, 1945)<br />We still need control, but...
Complex systems: <br />“a set of diverse actors who dynamically interact with one another awash in a sea of feedbacks.” <b...
Complexity: <br />“disturbing traits of mess, of the inextricable, or disorder, of ambiguity, or uncertainty”<br />Morin, ...
Coherence is the thing…<br />
“meaning relations that connect discourse segments” <br />Kamalskiet al. 2008: 323<br />
“an ancient urge to seek a comprehensive picture of the worldfor the sake of understanding ourselves, for knowledge’s sak...
High-knowledge readers perform better with reduced coherence.<br />McNamara et al. 1996: 35<br />
2008, 2009, 2011<br />
What is the technical ecosystem of open online learning?<br />
Tools used by learners<br />Roughly anything.<br />http://www.irrodl.org/index.php/irrodl/article/view/643/1402<br />Fini,...
The data set<br />Connectivism and Connective Knowledge 2008<br />(CCK08)<br />
The methods<br />1. Social network and participation analysis<br />2. Corbin & Strauss’ (1990) version of grounded theory<...
SNA & Participation Habits<br />
CCK08 Weekly Forum Posts<br />
CCK08: Introduction forum<br />Limited interaction. Most are isolated<br />
Downes auto-subscribes learners in CCK08<br />
Introduction forum posts: CCK08<br />Dialogue limited: <br />Group too large?<br />
Week 12 forum posts: CCK08<br />More equitable distribution? <br />Due to smaller #’s of participants?<br />
Open coding using Cohere<br />http://cohere.open.ac.uk<br />
Axial Coding<br />
Techniques<br /><ul><li>Sensegiving through artefact creation and sharing
Sensemaking/giving through language games
Knowledge domain expansion
Wayfinding cues, symbols
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Self-Organization in Open Online Courses

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Self-Organization in Open Online Courses

  1. 1.  Learner self-organization in complex knowledge settings<br />George Siemens<br />September 21, 2011<br />Umeå, Sweden<br />
  2. 2. Biggest question facing educators:<br />
  3. 3. Can learners be trusted to account for their own learning?<br />
  4. 4. Because the internet and social media make managing/owning/directing your own learning possible.Intermediary agents need not apply.<br />
  5. 5. What is self-organization?<br />“Processes of self-organization literally create order out of disorder”<br />Francis Heylighen<br />
  6. 6. “Individuals, groups, and communities all form symbiotic relationships for a wide variety of reasons but the underlying impetus is resource sharing. Whether the resource is food, information, or support, individuals come together to share resources (Ribbands, 1953). <br />Erin Brewer, 2003<br />
  7. 7. Online Self-Organizing Social Systems (OSOSS) “structure allows large numbers of individuals to self-organize in a highly decentralized manner in order to solve problems and accomplish other goals.”<br />Wiley & Edwards 2003<br />
  8. 8.
  9. 9. Learning is a <br />complex process(mainly because people are complex)<br />Our institutions today (attempt to) manage it like it is <br />complicated system.<br />
  10. 10. Today’s education system<br />Too focused on <br />preserving this<br />X<br />X<br />X<br />
  11. 11. Questions…<br />How do learners self-organize in open online courses?<br />What are the attributes of sub-group formation?<br />Role of contextualization in learners connecting?<br />Trails of information sharing – what can we do with them?<br />Social sensemaking – how can we influence this?<br />Who is in control? Who influences? Damn networks.<br />Who determines curriculum? How do we meet learners needs? What is a “canon” of knowledge?<br />
  12. 12. Adaptation <br />To avoid getting lost in the “mass of inconsequential” <br />(Bush, 1945)<br />We still need control, but the points are different than where the education system has assigned them in the past.<br />
  13. 13. Complex systems: <br />“a set of diverse actors who dynamically interact with one another awash in a sea of feedbacks.” <br />Miller and Page, 2007<br />
  14. 14. Complexity: <br />“disturbing traits of mess, of the inextricable, or disorder, of ambiguity, or uncertainty”<br />Morin, 2008 <br />
  15. 15. Coherence is the thing…<br />
  16. 16. “meaning relations that connect discourse segments” <br />Kamalskiet al. 2008: 323<br />
  17. 17. “an ancient urge to seek a comprehensive picture of the worldfor the sake of understanding ourselves, for knowledge’s sake, and not the least for acting as best we can”<br />Cordero 2007<br />
  18. 18. High-knowledge readers perform better with reduced coherence.<br />McNamara et al. 1996: 35<br />
  19. 19. 2008, 2009, 2011<br />
  20. 20.
  21. 21. What is the technical ecosystem of open online learning?<br />
  22. 22.
  23. 23.
  24. 24.
  25. 25. Tools used by learners<br />Roughly anything.<br />http://www.irrodl.org/index.php/irrodl/article/view/643/1402<br />Fini, 2009 <br />
  26. 26. The data set<br />Connectivism and Connective Knowledge 2008<br />(CCK08)<br />
  27. 27. The methods<br />1. Social network and participation analysis<br />2. Corbin & Strauss’ (1990) version of grounded theory<br />
  28. 28. SNA & Participation Habits<br />
  29. 29. CCK08 Weekly Forum Posts<br />
  30. 30. CCK08: Introduction forum<br />Limited interaction. Most are isolated<br />
  31. 31. Downes auto-subscribes learners in CCK08<br />
  32. 32. Introduction forum posts: CCK08<br />Dialogue limited: <br />Group too large?<br />
  33. 33. Week 12 forum posts: CCK08<br />More equitable distribution? <br />Due to smaller #’s of participants?<br />
  34. 34.
  35. 35. Open coding using Cohere<br />http://cohere.open.ac.uk<br />
  36. 36. Axial Coding<br />
  37. 37. Techniques<br /><ul><li>Sensegiving through artefact creation and sharing
  38. 38. Sensemaking/giving through language games
  39. 39. Knowledge domain expansion
  40. 40. Wayfinding cues, symbols
  41. 41. Social organization through creating sharing</li></li></ul><li>Surprised to not find (automated) technology as more prominent<br />At what point to we “max out” the ability <br />to make sense of our complex world <br />through social means?<br />
  42. 42. Future considerations<br />Technological and social self-organization. <br />The value of extended cognitive agents.<br />
  43. 43. change.mooc.ca<br />Twitter: gsiemens <br />www.elearnspace.org/blog<br />Learning Analytics & Knowledge 2012: <br />Vancouver<br />http://lak12.sites.olt.ubc.ca/<br />

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